University of Hawaii Community Colleges
Instructional Annual Report of Program Data (ARPD)

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Review Year: College: Program:

College: Hawaii Community College
Program: Substance Abuse Counseling

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The last comprehensive review for this program was on 12/14/2008, and can be viewed at:
http://hawaii.hawaii.edu/program-unit-review/2008.php
STEM Program

Program Description

Established in 2004, the 23-Credit Certificate of Completion in Substance Abuse Counseling (CCSUBS) Program is situated within the General Education Division of HawCC and is one of three Public Service programs of the Social Sciences Department. The CCSUBS program offers a 21-credit Certificate of Completion in Substance Abuse Counseling and is approved by the State of Hawaii Department of Health-Alcohol and Drug Abuse Division (ADAD) in meeting its 270-hour addiction studies education requirement towards State substance abuse counselor certification (CSAC).

The mission of the CCSUBS program is to provide quality educational and training opportunities for it students through face-to-face and distance learning instruction and fieldwork experiences to meet workforce demand and needs of substance abuse treatment agencies and related human service organizations that provide services for chemically dependent individuals and their families. The program promotes cultural competency, personal responsibility and community service among all of its students through its curriculum and co-curricular activities to build and foster healthy communities.

Part I. Quantitative Indicators

Overall Program Health: Cautionary

Majors Included: SUBS

Demand Indicators Program Year Demand Health Call
09-10 10-11 11-12
1 New & Replacement Positions (State) 111 153 33 Healthy
2 *New & Replacement Positions (County Prorated) 8 9 5
3 *Number of Majors 23 27 20
4 SSH Program Majors in Program Classes 198 210 132
5 SSH Non-Majors in Program Classes 366 324 357
6 SSH in All Program Classes 564 534 489
7 FTE Enrollment in Program Classes 19 18 16
8 Total Number of Classes Taught 9 11 15

Efficiency Indicators Program Year Efficiency Health Call
09-10 10-11 11-12
9 Average Class Size 20.9 16.2 10.9 Unhealthy
10 *Fill Rate 77% 71% 45%
11 FTE BOR Appointed Faculty 0 0 0
12 *Majors to FTE BOR Appointed Faculty 0 0 0
13 Majors to Analytic FTE Faculty 22.5 22.1 12
13a Analytic FTE Faculty 1 1.2 1.7
14 Overall Program Budget Allocation $29,710 $72,663 $44,420
14a General Funded Budget Allocation $29,710 $43,911 $26,462
14b Special/Federal Budget Allocation $0 $28,752 $0
14c Tuition and Fees Not Reported Not Reported $17,958
15 Cost per SSH $53 $136 $91
16 Number of Low-Enrolled (<10) Classes 0 1 6

Effectiveness Indicators Program Year Effectiveness Health Call
09-10 10-11 11-12
17 Successful Completion (Equivalent C or Higher) 89% 87% 93% Cautionary
18 Withdrawals (Grade = W) 8 7 3
19 *Persistence (Fall to Spring) 63% 68% 45%
20 *Unduplicated Degrees/Certificates Awarded 16 7 10
20a Degrees Awarded 0 0 0
20b Certificates of Achievement Awarded 0 0 0
20c Advanced Professional Certificates Awarded 0 0 0
20d Other Certificates Awarded 16 7 10
21 External Licensing Exams Passed Not Reported Not Reported Not Reported
22 Transfers to UH 4-yr 2 4 3
22a Transfers with credential from program 0 0 0
22b Transfers without credential from program 2 4 3

Distance Education:
Completely On-line Classes
Program Year  
09-10 10-11 11-12
23 Number of Distance Education Classes Taught 0 0 0  
24 Enrollment Distance Education Classes 0 0 0
25 Fill Rate 0% 0% 0%
26 Successful Completion (Equivalent C or Higher) 0% 0% 0%
27 Withdrawals (Grade = W) 0 0 0
28 Persistence (Fall to Spring Not Limited to Distance Education) 0% 0% 0%

Perkins IV Core Indicators
2010-2011
Goal Actual Met  
29 1P1 Technical Skills Attainment 90.10 100.00 Met  
30 2P1 Completion 45.00 42.86 Not Met
31 3P1 Student Retention or Transfer 56.00 78.57 Met
32 4P1 Student Placement 51.00 36.36 Not Met
33 5P1 Nontraditional Participation N/A N/A N/A
34 5P2 Nontraditional Completion N/A N/A N/A
Last Updated: August 6, 2012
Glossary | Health Call Scoring Rubric

Part II. Analysis of the Program

Demand Indicators: Healthy

Strengths: State and County positions were available for program majors;

Efficiency Indicators: Unhealthy

Weaknesses: 

Effectiveness Indicators: Cautionary

Strengths:

Weaknesses:

Perkins 2P1 - Not Met

Completion rate decreased slightly by 1.14, which may be due to students choosing to change their majors from the one-year SUBS Certificate program to a 2-year Liberal Arts program for financial aid reasons.   

Perkins 4P1 - Not Met

Student Placement decreased significantly due to State economic crisis.  This caused many addiction agencies to loose funding and decrease the number of positions available for graduates.

2011 - 2012 Action Plan

Plan # 1: Increase number of Subs majors;

RESULT: Program experienced a decrease, from 27 majors in 2011 to 20 majors in 2012

Plan # 2: Develop program satisfaction survey for Subs graduates;

RESULT:  In development

Plan # 3: Review program curriculum and class scheduling for East and West Hawaii campuses.

RESULT: West Hawaii resistence to VidCon courses resulting in 6 low-enrolled classes in 2012

Plan # 4: Develop plan to establish AS Degree in Substance Abuse Counseling.

RESULT: State budget constraints prevented establishment of AS Degree program.

Part III. Action Plan

2013 -2014 ACTION PLAN

1.  Increase number of SUBS majors by offering new Certificate of Competence in Prevention Specialist;

2.  Develop new curriculum to attract new majors and enhance program curriculum;

3.  Complete SUBS Program Survey;

4.  Provide academic support and advising to students at-risk for dropping out of program.

5.  Submit Planning Request to BOR for AS Degree Program.

Part IV. Resource Implications

New Education Specialist was hired to assist with academic advising and student support for program majors.

Program Student Learning Outcomes

For the 2011-2012 program year, some or all of the following P-SLOs were reviewed by the program:

Assessed
this year?
Program Student Learning Outcomes

1

Yes
Satisfy the addiction studies educational requirements for Hawaii State Department of Health Alcohol and Drug Abuse Division’s (ADAD) Certified Substance Abuse Counselor (CSAC) and/or Certified Drug Prevention Specialist (CDPS).

2

No
Identify and articulate medical, social and/or psychological aspects of addiction.

3

No
Apply the Twelve Core Functions of the Alcohol and Drug Abuse Counselor, and practice within the legal and ethical parameter of the substance abuse counseling profession

4

Yes
Perform basic individual or group counseling and interviewing/facilitation skills, and reflect on personal values, and issues that may enhance or interfere with effectiveness as a counselor

5

Yes
Develop career plans for entry-level positions in substance abuse, criminal justice, and human services organizations that service substance abusing populations, or transfer to 4-year college to continue education in SUBS related field.

A) Evidence of Industry Validation

Advisory Council members are addiction and human services professionals, and recruited by the program coordinator every two years.  The names are submitted to the Department Chair, VCAA, and Chancellor for approval.  The Chancellor appoints the advisory council members to two-year terms.  Meetings are held at least once a year.  All council members, and SUBS faculty and staff attend and participate.  Members provide feedback on the program learning outcomes and connections to the community.  Minutes are kept.  Program faculty and staff review PLO feedback.  Changes are made, if necessary, for program improvement. Details are included in the SUBS Comprehensive Program Review.

B) Expected Level Achievement

P-SLOs are embedded in the CLOs (course learning outcomes) via course content, instructional materials, and student assignments. Assessment rubrics are crafted according to student assignments, using attributes and performance expectations as a framework for assessment.  Levels of acheivement are determined as "Exceeds Expectations" (90-100 points), " Meets Expectations" (76 - 89 points), and "Does Not Meet Expectations" (75 points and below).  In determining student success, the CCSUBS program has set a standard of 80% of student artifacts will "Exceed or Meet Expectations".

C) Courses Assessed

SUBS 245 Group Counseling

PLO # 1:  Satisfy the addiction studies educational requirements for Hawaii State Department of Health Alcohol and Drug Abuse Division’s (ADAD) Certified Substance Abuse Counselor (CSAC) and/or Certified Drug Prevention Specialist (CDPS).

PLO # 4:  Perform basic individual or group counseling and interviewing/facilitation skills, and reflect on personal values, and issues that may enhance or interfere with effectiveness as a counselor.

PLO # 5: Develop career plans for entry-level positions in substance abuse, criminal justice, and human services organizations that service substance abusing populations, or transfer to 4-year college to continue education in SUBS related field.

D) Assessment Strategy/Instrument

SUBS 245 lecturer submitted 11 student term paper artifacts from her class in Spring 2012.  The evaluation team members randomly selected 3 of 11 term papers to be evaluated.  Six copies (3 per evaluator) were made for assessment and evaluation, along with a copy of the SUBS Term Paper rubric as an assessment tool to evaluate CLOs and PLOs.  Students were required to answer four essay questions using a minimum of 125 words per question.  Term paper questions were:

1. How has your view of group counseling changed as a result of what you have learned? (PLO 4)

2. What are some of the major things you’ve learned regarding becoming a group counselor? (PLOs 1 & 4)

3. What are some major things you’ve learned about yourself as a person this semester and how is it likely to influence your work as a group counselor? (PLO 4)

4. Where will you go from here as you work towards your development as an effective group counselor? (PLO 5)

E) Results of Program Assessment

The evaluation team agreed that 100% of the term papers “exceeded or met expectations” and reflected PLO’s # 1, 4 and 5.  All three papers demonstrated students had acquired new knowledge and skills, thought critically about how the course influenced their personal growth, and what career and educational plans emerged as a result of engaging in the class.

F) Other Comments

All three student artifacts were well written and thoughtful, which demonstrated college-level writing and critical thinking skills.

G) Next Steps

The evaluation team agreed that term paper assignments that require students to think critically and reflect on what they have learned during the semester, how this learning affected their personal growth and development, and how the students plan to use their newly acquired knowledge and skills in the future is an excellent tool to assess student and program learning outcomes